Active English Coursebook 3

Revised Edition English 3Coursebook



Revised Edition English 3 Coursebook

Text credits: Scholastic Inc for ‘We Are One World’ by Meish Goldish (Scholastic Inc); ‘Time to Hibernate’ by Carol Pugliano-Martin from 25 Emergent Reader Plays Around the Year (Scholastic Inc: 1999); ‘The Stick That Grew Shorter’ by Meera Uberoi from Why the Wagtail Is So Tiny and Other Folktales (Scholastic India: 2006); ‘Saving Grandma’s Tree’ by Jey Manokaran from Saving Grandma’s Tree (Scholastic India: 2006); ‘Rumours’ by Maria Fleming from Round-the-World Folktale Mini Books (Scholastic Inc: 1995). Picture credits: Priya Kuriyan for the illustrations for ‘We Are One World’; Baaraan Ijlaal for the illustrations for ‘Time to Hibernate’; Priya Kuriyan for the illustrations for ‘Rumours’; Moffett Studio - Library and Archives Canada (Wikimedia Commons) for the image of Alexander Graham Bell for ‘Alexander Graham Bell’. Every effort has been made to trace the copyright holders of material used in this book. If any copyright holder has been overlooked, we will be pleased to make any necessary arrangements at the first opportunity. © 2017 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. First edition published in 2013. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. This edition 2017 Reprinted 2018, 2019 (twice), 2020 ISBN 978-981-47-8113-8

Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. It uses an effective integrated approach to teaching and learning reading, writing, listening and speaking skills. Language skills are systematically taught in a spiral progressive way, making it easy for students to learn English. Lessons are also taught in an engaging and interactive manner. The result is a comprehensive and effective approach that makes the teaching and learning of English easy and enjoyable! Why is Scholastic ™ English effective? 1. Adopts an integrated approach to learning English 2. Engages students through relevant topics 3. Uses a Show-Explain-Apply methodology that meets the needs of ESL students 4. Offers equal emphasis to each skill, enabling students to connect, transfer and build upon different skills 5. Encourages practice and builds language skills and confidence 6. Provides formative and summative assessment to evaluate students’ comprehension 7. Uses a systematic, progressive way of teaching English, making it easy for students to learn the language Effective Integrated Approach Effective Framework Integrated Teaching Each unit facilitates the teaching of language skills in an integrated manner. Listening Speaking Listening Vocabulary skills skills Listen to the instructions on how to make a musical shaker. a bunch of carrots Writing Reading Number the sentences in the correct order. The first one has skills skills been done for you. MECHANICS OF Put the beans, rice grains or stones in the bottle. [] a pod of peas LANGUAGE Look for a clean, used bottle with a cap. [1 ] Cover the bottle with the cap. [] LANGUAGE Collect uncooked beans, rice grains or small stones. [] a herd of elephants a team of players a pack of cards Now make music with your shaker! [] Some words are used to describe groups of people, animals and things. SKILLS Decorate the bottle with the items that you have chosen. [] Listening Speaking Check to see that it is not cracked or damaged Fill in the blanks with words from the box. PGurnactmumatairon& in any way. [] ComRperaedhiengnsi&on PhSopneilclisn&g Get ribbons, glitter, stickers or any other items flock pride school herd swarm PrPersoejnetcattiWonor&k of decoration. [] 1. We saw a of cows grazing in the field. 2. The of fish swam near the ship. THEMATIC 3. The shepherd boy watches over his of sheep. FOCUS 4. There is a of bees near those flowers! 5. This jungle is home to a of lions. W B Unit 5, page 25 Writing Try it out Pair up with a classmate. Take turns to name an animal, bird or insect. Ask your partner to think of a group name for each of these. 64 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 60 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 Active English Rev ed CB G3 Int U5.indd 64 12/04/17 3:03 PM Active English Rev ed CB G3 Int U5.indd 60 12/04/17 3:03 PM Vocabulary 5Teatime Snack! Before you read Writing What snacks do you like to eat at teatime? Veggie Rolls In your notebook, write clear instructions on how to grow a plant. Use the pictures and words given below. The first one has been done for you. 1. First, collect a pot, some soil, a few bean/sunflower seeds, a large spoon and some water. 2. (soil, pot) 5. (pour, water regularly) 3. (hole, put seeds) 6. (window, sunlight) To serve – One or two people Preparation time – 7 to 10 minutes Ingredients 2 flatbreads 2 slices of cheese (or 1/2 cup grated cheese) 4 tablespoons of tomato ketchup (or tomato paste) 1/2 cucumber, 1 carrot, 1/2 onion and 1 tomato, chopped 1/2 cup chopped green capsicums 1 potato (boiled) Salt and freshly powdered black pepper 1 teaspoon of freshly squeezed lemon juice 4. (cover, soil) 7. (watch, grow) ingredients: things needed to make a food item 66 W B Unit 5, pages 28–29 56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 3 Active English Rev ed CB G3 Int U5.indd 66 12/04/17 3:03 PM Active English Rev ed CB G3 Int U5.indd 56 12/04/17 3:03 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Active Engagement of Students Show–Explain-Apply Methodology 4Catching a Thief A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What would you do if you knew that someone had stolen and boosts student confidence. something from you? What would you do if you saw someone stealing? The Stick That Grew Shorter In a small valley surrounded by Grammar hills, there lived a rich man in a Authentic and big house. He was the richest Each woman picks up a drum. Heidi spends every afternoon varied texts in the neighbourhood. collecting firewood. engage students, exposing and One night, when all the Why was the The words each and every refer to one person, thing or group at preparing them villagers were asleep, search in vain? a time. They are used with singular and countable nouns. We use for language in the someone crept into the rich each when we talk about members of a group individually. We real world. man’s room. As the thief was use every when we talk about people as a group, or when we talk leaving, the rich man awoke and cried out, “What’s that? about repeated, regular events. Who’s there?” But he only saw a flash of diamonds as the Fill in the blanks with each or every. person ran out. 1. of the brothers can play an instrument. “Help! Help!” The rich man woke everybody and ordered the doors to be locked. The servants searched all over the house, but in vain. They informed the rich man that no one had left the house. The rich man cried out in anger, “That means that the thief is one of you!” crept: moved slowly and carefully to avoid being seen by anyone in vain: without any success 2. Katy has read book in the library! 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 3. of the bicycles was marked with red paint. 4. I called twice, but the phone was engaged time. Active English Rev ed CB G3 Int U4.indd 44 12/04/17 3:02 PM 5. one of you has to fill out a form. W B Unit 8, page 41 Try it out Pair up with a classmate to explain the rules of any game, using each and every. For example, Each player will get to roll the dice once. Every player must use up all the tokens. 3 Noble Professions While-reading © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 97 Before you read questions What would you like to be when you grow up? Why? encourage Active English Rev ed CB G3 Int U8.indd 97 12/04/17 3:04 PM students to Damir—Firefighter and Teacher Why did Damir Builds Language Skills and join the fire participate and Confidence Damir lives in Bosnia, in a town called Sarajevo. brigade? learn, improving When Damir was studying to be a teacher, a war retention and Clear explanations and numerous examples broke out in Bosnia. It was painful for him to see the give students a strong understanding of suffering of his fellow citizens. So, he decided to fostering the mechanics of language and lay a strong join the fire brigade to help them. He worked as a self-confidence. foundation for good English. firefighter until the war ended. Now, Damir is a teacher. He tells his students that he used to be a firefighter during the war. Enemy planes would drop bombs on the town and set fire to buildings. As firefighters, he and his colleagues had to put out the fires. “There were snipers all around the neighbourhood and we were sitting ducks,” he says. “Our town was under siege for about forty-five months.” war: a situation in which two or more colleagues: people we work with groups or countries fight each other citizens: people living in a town, city snipers: people who shoot from a hidden place, or country accurately and from a distance fire brigade: a group of firefighters sitting ducks: people who are not protected from danger Active English Rev ed CB G3 Int U3.indd 32 under siege: surrounded by soldiers 32 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 12/04/17 3:02 PM Try it out Grammar Pair up with a classmate. Take turns to name a subject. Ask your partner to form the predicate by saying I am going to hibernate. We are going to have a party tomorrow! something about the subject. Spelling A. Read the words below. The letters ue make the long u sound. Arty and Karen are going to The doctor is going to visit join us for dinner. Ling this afternoon. due cue hue value argue statue rescue continue We use am, is and are with going to and a verb to talk about something we plan to do soon. B. Fill in the blanks with words from the word list above. Underline the group of words that tells us aIboaumt agpolianng. to hibernate. We are going to have a party tomorrow! 1. The project is next week. 1. Adam is going to help his friend with his homework. Try It Out and 2. Sonja and Alysha are going to play at the programme tonight. other activities 2. The teacher told the boys not to over the 3. Harry and John are going to walk home today. provide football game. opportunities for 4. I am going to meet my aunt on Saturday. pair and group 3. Firefighters also cats stuck 5. Ling is going to buy a pair of skates for her sister. work. in trees. Arty and Karen areW B Unit 2, pages 11–12 going to The doctor is going to visit 4. The vase displayed in that corner is of great . Ling this afternoon. join us for dinner. 5. We were very tired but decided to with © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 25 the journey. Active English Rev ed CB G3 Int U2.indd 25 12/04/17 3:02 PM 6. People lined up to buy tickets to see the huge stone . © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 51 Active English Rev ed CB G3 Int U4.indd 51 12/04/17 3:03 PM 4 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Formative Assessment Summative Assessment Exercises throughout each unit Graded exercises assess progressive allow teachers to assess and evaluate learning of students. students while teaching values and life skills. Literal: to assess understanding of information mentioned explicitly in the text After you read B. Answer the following questions. Can you list some ways in which you are the same as your classmates and some ways you are different from them? Reading Comprehension 1. “Mole: You can tell me about it in spring, Squirrel.” Inferential: to What does Mole want Squirrel to tell him in spring? A. Number the countries in the order in which they appear in the poem. 2. “Mole: I’ll tell you about it in spring, Squirrel!” assess ability to Varied activities What does “it” refer to? Why does Mole say this? interpret or infer provide Chad Peru the US C. Tick the correct box. Squirrel Mole answers, using opportunities to teach Norway Spain Canada 1. Who asks a lot of questions? important values B. Fill in the blanks with the correct words from the poem. 2. Who is not interested in winter activities? information from and life skills. 1. rides bikes in Canadian lanes. the text 2. and like looking at animals. 3. Who is looking forward to a lot of fun? 3. was born in Egypt. 4. is a young poet. 4. Who will be spending winter doing what he or she loves? C. Answer the following questions. D. Answer the following questions. Focused questions to master 1. Which child from the poem would you like to meet? Why? 1. How do you think Squirrel feels when she hears that Mole will be hibernating in winter? comprehension 2. Imagine you have a friend in another part of the world and strategies he or she has come to visit you. What would you like to do 2. Would you like to do all the things Squirrel does in winter? with him or her? Give reasons for your answer. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 9 E. Check your understanding of Drawing Conclusions. 1. How can you conclude that Squirrel is going to be very active in winter? 2. Does Mole want to do anything at all in winter? How can you conclude this? Active English Rev ed CB G3 Int U1.indd 9 12/04/17 3:01 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 23 Active English Rev ed CB G3 Int U2.indd 23 12/04/17 3:01 PM Try it out Applied: to assess ability Pair up with a classmate and find out what is the same to analyse, synthesize and about both of you. For example, Both Jack and I like apply the information in mangoes. Now, get into groups of five and similarly find out what is the same about all of you. different contexts Johnny served the rice. Sheena served the curry. Additional exercises in the workbooks Johnny served the rice and Sheena served the curry. provide students reinforcement of learning and allow summative assessment We use the conjunction and to connect two ideas or pieces for teachers. of information in a sentence. We can swim. We can go for a walk. We can swim or we can go for a walk. We use the conjunction or to show a choice between two options in a sentence. Dave plays the piano. Kayla cannot play any musical instrument. Dave plays the piano but Kayla cannot play any musical instrument. We use the conjunction but to join two ideas or pieces of information that have different or opposite meanings. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 13 Vocabulary Active English Rev ed CB G3 Int U1.indd 13 12/04/17 3:01 PM Mole goes into his burrow for winter. Mole goes into his tunnel for winter. Review helps Review students Mole will hibernate in winter. self-assess. What did you learn? Tick. Mole will sleep in winter. Some words are used to describe groups of people, animals Squirrel can slide on the ice. and things. Squirrel can glide on the ice. We use adjectives such as a few, a little and a lot of to describe the amount or quantity of something without giving Synonyms are words that mean the same or nearly the same. the exact number or amount. A. Circle the correct synonym for each underlined word. Words such as over, from and under tell us where someone 1. The children enjoy playing by the beach. ( hate / like ) or something is in relation to another person or thing, or to a place. They are called prepositions. 2. The talkative boy told his mother all about his day. The letters ph and ff make the same f sound. ( quiet / chatty ) Project Work 3. The courageous girl did not cry after she fell. ( brave / angry ) Ask a family member for a simple recipe for a snack. On a 4. Some people sleep on the bus. ( nap / read ) sheet of paper, write: 1. the title of the recipe 5. Everyone is ready, so we should start the concert soon. 2. the ingredients ( end / begin ) 3. a few simple steps to make the snack. Remember to write the steps in the correct order. B. Complete the table. Synonym You may make a drawing of the snack too. Collect all the Word recipes and make a class recipe book. listen odd dirty amusing quick 24 W B Unit 2, page 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 67 Active English Rev ed CB G3 Int U2.indd 24 12/04/17 3:01 PM Active English Rev ed CB G3 Int U5.indd 67 12/04/17 3:03 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 5

Table of Contents Unit Title Page Text Reading Vocabulary Type Comprehension Nationalities and 1 We Are One World 8 Poem Identifying the languages main idea One World Finding similarities and differences 2 Winter Plans 20 Play Drawing conclusions Synonyms Time to Hibernate 3 Noble Professions 32 Story Sequencing Suffixes: -able and -ful Drawing conclusions Damir—Firefighter and Teacher 44 Folk tale Drawing conclusions Suffixes: -hood, -ness Sequencing and -ship 4 Catching a Thief The Stick That Grew Shorter 5 Teatime Snack! 56 Recipe Sequencing Collective nouns Veggie Rolls Finding information Adjectives that express feelings 6 Moving Away 68 Letter Finding information Signs and words related Drawing conclusions to recycling A Letter to a Friend Antonyms 7 Let’s Recycle! 80 Posters/ Identifying the Verbs that describe Poems main idea movement Trash! Making inferences Sequence of adjectives Reduce! Reuse! Recycle! 92 Story Making inferences Similes 8 A Hug for a Life Saving Grandma’s Tree 9 Rumours 104 Fable Finding information 116 Journal Making inferences The Day the Earth Broke Apart Sequencing 10 Pages from a Diary The Big Ice Storm 11 The Silent Mischief-maker 128 Poem Drawing conclusions Mr Nobody 12 The First Call 140 Biography Sequencing Prefixes: un- and re- Finding information Alexander Graham Bell © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words ending Listen to identify Express Write a Both and all with y (long ee nationalities opinions paragraph Draw a picture Conjunctions (and, or and sound) and languages in a group of and write but) to join sentences discussion Write a script sentences about your favourite am/is/are + going to + Long ow words Listen for Talk about Write about sportsperson a verb to express plans (Part I) subject-verb future plans a famous Give a presentation will and won’t agreement person on an animal that may/can/shall to make Write a hibernates and one a request, an offer or a Long vowel o-e Listen to identify Make offers, different way that does not suggestion words facts requests and to catch the Make a table on Capital letters for initials thief favourite books Common-gender nouns suggestions Write and poems Subject and predicate instructions Words with the Listen to identify Talk about Write an Research folk tales a few, a little, a lot of letters ue (long the gender future career informal letter on similar themes Prepositions of direction u sound) choices of invitation Adverbs of frequency Write a set of Write a recipe Apostrophe in contractions Words with the Listen for Give rules Conjunctions of reason letters ph and ff sequence instructions Make a favourite should and ought to (same f sound) Listen for Say goodbye holiday chart Words with the content letters j and g Listen for clues Persuade Make a poster (same j sound) others Long ow words (Part II) each and every Long oi words Listen for Perform a play Write a story Make a poster Conjunctions of purpose opposite Retell a popular Write a fable Role-play the fable meanings fable must and must not Long oy words Listen to rules Punctuation of direct speech Comparison of adjectives Words with the Listen to identify Talk about an Write a Write a diary entry Possessive pronouns letters br, cr the correct event journal entry as a class Adverbs of place and fr pictures Describe a Write a Make a poster either, neither Words with i Listen to identify family member paragraph and none before e, except similes Make a picture Adverbs of duration after c (long ee Make a timeline Much and many sound) Listen for details Describe timeline Words with the a famous letters ei (long personality ay sound) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

1 We Are One World Before you read Think of all your friends. Which one of them is the most different from you? In what way is he or she different? One World As you read each stanza, think Pierre lives in Canada, about how the Marla lives in Spain. children are the But both like to ride their bikes same and how Along the shady lane. they are different. Liv lives in Norway, Ramon is in Peru. But both laugh with the giraffe When visiting the zoo. Anwar is Egyptian, Kim is Japanese. But both run beneath the sun And fly kites in the breeze. Jack is from the US, Karintha is from Chad. But both can write a poem at night Upon a writing pad. Children live all over, Chad: a country in the northern part of Africa The world’s a giant ball. But far and near, it’s very clear © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 We’re one world after all. –Meish Goldish breeze: moving air, gentler than the wind 8

After you read Can you list some ways in which you are the same as your classmates and some ways you are different from them? Reading Comprehension A. Number the countries in the order in which they appear in the poem. Chad Peru the US Norway Spain Canada B. Fill in the blanks with the correct words from the poem. 1. rides bikes in Canadian lanes. 2. and like looking at animals. 3. was born in Egypt. 4. is a young poet. C. Answer the following questions. 1. Which child from the poem would you like to meet? Why? 2. Imagine you have a friend in another part of the world and he or she has come to visit you. What would you like to do with him or her? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 9

D. Check your understanding of Identifying the Main Idea, and Finding Similarities and Differences. 1. What is the main idea of the poem? Tick the correct answer. All children like the same things. Children live in different places. Children around the world are very different. Children around the world are the same even though they may have some differences. 2. Read the poem again and complete the table. How they are different How they are the same Pierre He lives in Canada. Both like to ride their and She lives in Spain. bikes along shady lanes. Marla Liv and Ramon Anwar and Kim Jack and Karintha 3. How are children around the world the same as and different from each other? Give two examples. (For example, they go to school but learn in different languages.) 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Vocabulary Anwar is Egyptian, Kim is Japanese. I am James. I am I am Bonita and I I am Li. I was born in Austrian. I speak am Italian. I can China. I am Chinese. both German and speak English and I speak Mandarin English. Italian. and English. Names of nationalities and languages begin with capital letters. These words usually end with -n, -an or -ese. Fill in the blanks with the correct words. 1. I went to Japan and bought a doll. 2. This film was made in Korea and has mostly actors. 3. Sia is because she was born in Australia. 4. Raul learnt to speak before he moved to Vietnam. 5. The flag has a red maple leaf in the centre. W B Unit 1, page 5 Try it out Look at a map of the world. Point out other countries that have not been mentioned here. Find out what the people of these countries are called. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 11

Grammar Both Anwar and Kim fly kites All the children took part in the in the breeze. Fancy Dress parade. We use the word both when we talk about what is the same about two people or things. We use the word all when we talk about something that is the same about everyone or everything in a group. We use the plural form of the verb with the words both and all. Circle the correct word given in the brackets. 1. ( Both / All ) Paul and Sally eat curry with rice. 2. ( Both / All ) the children in the school need to wear uniforms. 3. ( Both / All ) the five cousins love to play together. 4. ( All / Both ) the food is ready for the picnic. 5. ( All / Both ) Polly and Anne are learning to play the piano. 6. ( All / Both ) the twins enjoy swimming. W B Unit 1, page 6 12 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Try it out Pair up with a classmate and find out what is the same about both of you. For example, Both Jack and I like mangoes. Now, get into groups of five and similarly find out what is the same about all of you. Johnny served the rice. Sheena served the curry. Johnny served the rice and Sheena served the curry. We use the conjunction and to connect two ideas or pieces of information in a sentence. We can swim. We can go for a walk. We can swim or we can go for a walk. We use the conjunction or to show a choice between two options in a sentence. Dave plays the piano. Kayla cannot play any musical instrument. Dave plays the piano but Kayla cannot play any musical instrument. We use the conjunction but to join two ideas or pieces of information that have different or opposite meanings. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 13

Fill in the blanks with and, or or but. ride a bike to the park. 1. You can walk in the garden 2. She likes music he likes books. 3. Arthur is going to the shop Lini is meeting him there. 4. I wanted to buy a bag I did not have enough money. 5. Today was rainy yesterday was sunny. 6. We can go to the beach by bus we can drive there. 7. The taxi stopped the man got off. 8. Mother likes tea she only drinks it in the afternoon. W B Units 1, pages 7–8 Try it out Get into groups of three. Place three folded slips of paper with the conjunctions and, or and but on a desk. Each person draws a conjunction. Then, together the group decides on an idea. For example, We can go to the zoo. Each person uses his or her conjunction to add another idea to the sentence. For example, We can go to the zoo or we can go to the museum / but it might rain / and we can have ice cream. Spelling A. Read the words below. The letter y makes the long ee sound. cherry fluffy sorry country story curry juicy starry happy hungry 14 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

B. Fill in the blanks with words from the word list. 1. He was so that he ate four apples. 2. The children are because their uncle is coming tomorrow. 3. Every night, my mother reads me my favourite bedtime . 4. Which do you come from? 5. These oranges are so sweet and ! 6. Keenan was for losing his brother’s football. 7. Dad got me a white puppy on my birthday. 8. The night sky looks so beautiful! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 15

Listening Listen to the passage about Casey, a tourist who loves to travel around the world. Tick the correct answers. 1. Casey is Australian. Armenian. 2. Her best friend is Korean. Australian. 3. Kibum can speak Mandarin. French. 4. Casey and Kibum visited Korea. France. 5. Victor lives in France. Germany. 6. Aki was born in Germany. Japan. 7. Gul is Malaysian. German. 8. He can speak Malaysian. Malay. 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Speaking Avi, Afreen and Danny are expressing their opinions about the poem. I think we are all not the same because we come from very different families. We also have very different personalities. I agree with Avi that our families and personalities are different but we all also enjoy doing the same things sometimes. I agree with Afreen. We all love eating ice cream and playing games with our friends. Try it out Get into groups of four. Select a topic for discussion, for example, the food habits of different countries. Take turns to state your opinion and give a reason why you think this way. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 17

Writing A paragraph is a group of sentences that describes or explains an idea. The poem shows us that children all over the world are the same, even though they are different in some ways. Here are some ideas to help you write a paragraph on this topic. 1. The first sentence should state the main idea of the paragraph. (For example, I think children all over the world/same but different in some ways) 2. The next two or three sentences should discuss one point in support of the main idea. (For example, we are the same/enjoy playing games) 3. The next two or three sentences should discuss another point in support of the main idea. (For example, we are different/enjoy playing different games) 4. The last sentence of the paragraph should give your conclusion about the topic. (For example, I agree/children are different/but the same in some ways) Now, use the pictures and ideas above to write the paragraph in your notebook. Give it a suitable title. Remember to use I, we and us while writing. W B Unit 1, page 9 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Review What did you learn? Tick. Names of nationalities and languages begin with capital letters. These words usually end with -n, -an or -ese. We use the word both when we talk about what is the same about two people or things. We use the word all when we talk about something that is the same about everyone or everything in a group. We use the plural form of the verb with the words both and all. We use the conjunction and to connect two ideas or pieces of information in a sentence. We use the conjunction or to show a choice between two options in a sentence. We use the conjunction but to join two ideas or pieces of information that have different or opposite meanings. Some words end with y and have the long ee sound. Project Work Draw a picture of your favourite sportsperson who is of a different nationality to yours. Write three sentences about this person. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 19

2 Winter Plans Before you read How do you feel when you watch or take part in plays put up in your school? Time to Hibernate Mole Squirrel Squirrel: Hey Mole! Where are you going? Who are the Mole : I’m going into my burrow. I’m going characters in this play? to hibernate. Squirrel: Hibernate? What’s that? Mole : I will sleep all winter. I will wake up in spring. Squirrel: But you won’t get to see the snow! Mole : You can tell me about it in spring, Squirrel. Squirrel: But you won’t feel the cold air! mole: a small animal with soft fur that digs tunnels under the ground burrow: a hole or tunnel in the ground 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Mole : You can tell me about it in spring, Squirrel. Squirrel: But you won’t slide around on the ice! What is the season Mole : You can tell me about it in spring, Squirrel. in the play? Squirrel: Mole? Mole : Yes, Squirrel? Squirrel: What is it like to hibernate? Mole : I’ll tell you about it in spring, Squirrel! –Carol Pugliano-Martin After you read In winter, which animal would you rather be, Mole or Squirrel? Why? slide: move easily over a smooth or wet surface © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 21

Reading Comprehension A. Circle the correct answer. 1. Mole lives in . a. a burrow b. the snow c. the forest d. a nest 2. What is Mole going to do all winter? a. He is going to climb trees. b. He is going to travel. c. He is going to sleep. d. He is going to see the snow. 3. What does “to hibernate” mean? a. to slide on the ice b. to make snowballs c. to sleep all winter and wake up in spring d. to talk about something 4. Mole and Squirrel will talk about a lot of things . a. while playing in the snow b. during the winter c. while sliding on the ice d. in spring 22 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

B. Answer the following questions. 1. “Mole: You can tell me about it in spring, Squirrel.” What does Mole want Squirrel to tell him in spring? 2. “Mole: I’ll tell you about it in spring, Squirrel!” What does “it” refer to? Why does Mole say this? C. Tick the correct box. Squirrel Mole 1. Who asks a lot of questions? 2. Who is not interested in winter activities? 3. Who is looking forward to a lot of fun? 4. Who will be spending winter doing what he or she loves? D. Answer the following questions. 1. How do you think Squirrel feels when she hears that Mole will be hibernating in winter? 2. Would you like to do all the things Squirrel does in winter? Give reasons for your answer. E. Check your understanding of Drawing Conclusions. 1. How can you conclude that Squirrel is going to be very active in winter? 2. Does Mole want to do anything at all in winter? How can you conclude this? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 23

Vocabulary Mole goes into his burrow for winter. Mole goes into his tunnel for winter. Mole will hibernate in winter. Mole will sleep in winter. Squirrel can slide on the ice. Squirrel can glide on the ice. Synonyms are words that mean the same or nearly the same. A. Circle the correct synonym for each underlined word. 1. The children enjoy playing by the beach. ( hate / like ) 2. The talkative boy told his mother all about his day. ( quiet / chatty ) 3. The courageous girl did not cry after she fell. ( brave / angry ) 4. Some people sleep on the bus. ( nap / read ) 5. Everyone is ready, so we should start the concert soon. ( end / begin ) B. Complete the table. Synonym Word listen odd dirty amusing quick 24 W B Unit 2, page 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Grammar I am going to hibernate. We are going to have a party tomorrow! Arty and Karen are going to The doctor is going to visit join us for dinner. Ling this afternoon. We use am, is and are with going to and a verb to talk about something we plan to do soon. Underline the group of words that tells us about a plan. 1. Adam is going to help his friend with his homework. 2. Sonja and Alysha are going to play at the programme tonight. 3. Harry and John are going to walk home today. 4. I am going to meet my aunt on Saturday. 5. Ling is going to buy a pair of skates for her sister. W B Unit 2, pages 11–12 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 25

Mole : I will sleep all winter. Squirrel : But you won’t get to see the snow! We use will and will not to talk about the future. The short form of will not is won’t. We often use will to make promises. A. Fill in the blanks with will or won’t. My cousins and I go to the park for a picnic next weekend. We have a lot of fun. We play games, eat sandwiches and sing our favourite songs. However, we shout and disturb other people. We throw litter on the ground either. B. Match the columns to make complete sentences. 1. Do not be late or you a. will join the school band. 2. You bring the guitar b. will miss the train. and I 3. Tanya promised she c. won’t bathe their pet today. 4. Andy and his classmates d. will show us her new car. 5. Claire and Kevin e. will bring the drums. W B Unit 2, page 13 26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Try it out Pair up with a classmate. Imagine that both of you are going on a camping trip next week. Take turns to talk about what you will and won’t do on this trip. Spelling A. Read the words below. They have the long ow sound. town growl brown down owl crowd B. Fill in the blanks with words from the word list above. 1. The ____________________________ rarely sleeps at night. 2. Tim fell ____________________________ and hurt his knee. 3. There was a large ____________________________ at the beach. 4. The loud ____________________________ of the tigress frightened the hunters. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 27

Listening Listen to the sentences. Tick the correct pictures. 1. 2. 3. 4. 5. 28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Speaking Jason and Pat are talking about their plans for the future. I am going to join the My parents will call your mother Hobby Club at school. to fix up the camping trip. Make future plans for each of the following activities using going to or will. Remember, we often use will to make promises. play in the park rest at home attend a party listen to music meet a friend bake cupcakes do homework do art and craft visit a museum swim help parents shop visit grandparents take care of a pet Try it out Pair up with a classmate. Describe to each other what you plan to do on the weekend or next month using going to or will. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 29

Writing A script is a piece of writing that is written for the stage. It tells us what the people, animals or things in a play say to each other. Imagine that it is spring and that Mole has woken up. Complete the script between Mole and Squirrel below. Mole : Hello, ! Squirrel: Hello, ! Did you enjoy your hibernation? Mole : Yes, I did. I through winter. What did you do through winter, Squirrel? Squirrel: I played in the . And now that is here, I am play in the sun. Mole : I join you, Squirrel. I waste any more time just sleeping in my . 30 W B Unit 2, page 14 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Review What did you learn? Tick. Synonyms are words that mean the same or nearly the same. We use am, is and are with going to and a verb to talk about something we plan to do soon. We use will and will not to talk about the future. The short form of will not is won’t. We often use will to make promises. Some words have the long ow sound. Project Work Find out about an animal that hibernates and another that is active in winter. Share your information in class. If you have chosen the same animals as another classmate, you can pair up and talk about them together. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 31

3 Noble Professions Before you read What would you like to be when you grow up? Why? Damir—Firefighter and Teacher Why did Damir join the fire Damir lives in Bosnia, in a town called Sarajevo. brigade? When Damir was studying to be a teacher, a war broke out in Bosnia. It was painful for him to see the suffering of his fellow citizens. So, he decided to join the fire brigade to help them. He worked as a firefighter until the war ended. Now, Damir is a teacher. He tells his students that he used to be a firefighter during the war. Enemy planes would drop bombs on the town and set fire to buildings. As firefighters, he and his colleagues had to put out the fires. “There were snipers all around the neighbourhood and we were sitting ducks,” he says. “Our town was under siege for about forty-five months.” war: a situation in which two or more colleagues: people we work with groups or countries fight each other snipers: people who shoot from a hidden place, citizens: people living in a town, city accurately and from a distance or country sitting ducks: people who are not protected from danger fire brigade: a group of firefighters under siege: surrounded by soldiers 32 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

“Sir, were you ever scared?” Andy asks. “Every time I heard the siren I was scared,” says Damir. “But we didn’t quit because people depended on us.” “Can you tell us how you put out the fires?” asks Danny. “Well, I didn’t do it alone. Firefighting is a team effort. You have to do your part the best you can. Sometimes, we worked day and night. I would get home covered in soot and dust.” “Do you like being a teacher or a Why does Meg firefighter? Being a firefighter must think firefighting be harder than being a teacher,” is harder than says Meg. teaching? “Well,” says Damir, “only the job you don’t like is hard. During the war I chose to be a firefighter to help others. In peacetime I choose to be a teacher. I enjoy my work now. But it does not mean I hated being a firefighter. Whatever you decide to become in the future, put your heart into it and work hard. That will make your job enjoyable.” After you read What kind of jobs are difficult to do? Can you name some of them? siren: a loud warning sound (used by police cars and ambulances) quit: give up © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 33

Reading Comprehension A. Read the questions and circle the correct answer. 1. What did Damir work as during the war? a. He was a sniper. b. He was a firefighter. c. He was a teacher. 2. For how long was Damir’s town under siege? a. forty-five days b. forty-five weeks c. forty-five months B. Read the sentences. Write T for True and F for False. 1. Damir did not care about his fellow citizens. 2. The snipers made Damir’s job more dangerous. 3. Damir enjoyed both jobs because he put his heart into both of them. 4. Damir says he was scared by the sirens, but he was actually very brave. C. Answer the following questions. 1. Would you take up a dangerous job like firefighting? Give reasons for your answer. 2. If you were Damir, what would you teach your students to make them good citizens? 34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

D. Check your understanding of Sequencing and Drawing Conclusions. 1. Number the sentences in the correct order. The first one has been done for you. a. Damir decided to become a firefighter. [] b. The war ended. [] c. Damir was studying to become a teacher. [1] d. Damir became a teacher. [] e. War broke out in Bosnia. [] 2. Match Damir’s words with the words that describe his character. a. Damir was scared, but i. wise he continued to be a firefighter. b. Damir told his students ii. brave to put their hearts into their work. c. Damir chose to be a iii. hard-working firefighter to help others. d. When Damir was a iv. helpful firefighter, he would work day and night. 3. If you could have any two of the qualities mentioned above, which would you choose? Give reasons for your answer. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 35

Vocabulary It was painful for him to see the suffering of his fellow citizens. That will make your job enjoyable. We add -able and -ful to some words to form other words. These make our writing and speech more interesting. Here are some more examples of such words. -able -ful painful comfort comfortable pain delight delightful read readable fearful fear hopeful accept acceptable hope respect respectful like likeable suit suitable Fill in the blanks with words from the tables above. 1. This chair is my favourite because it is very . 2. We should be towards our elders. 3. Grandpa told us a story about a fairy. 4. I am that I will pass the test. 5. Sam spent all morning looking for a shirt to wear with his new pants. 6. Davey’s dog is very and friendly. He welcomes everyone with a wag of his tail. W B Unit 3, page 15 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Grammar Can you tell us how you put out the fires? May I offer you some juice? Can you help us cross the road? Shall I close the windows? We use helping verbs such as may, can or shall when we make a request, an offer or a suggestion. Change the sentences into questions using may, can or shall. The first one has been done for you. 1. Do our homework together. (Shall we) S___h__a__ll__w___e___d__o___o__u___r__h__o__m___e__w___o__r_k___t__o__g_e__t__h__e__r_?____________________________________________ 2. Turn the volume up. (May I) _______________________________________________________________________________________________________ 3. Eat dinner with Grandma. (Shall we) _______________________________________________________________________________________________________ 4. Take this message for Richie. (Can you) _______________________________________________________________________________________________________ 5. Pick Sam and Rita up after the party. (Can you) _______________________________________________________________________________________________________ W B Unit 3, pages 16–17 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 37

Try it out Pair up with a classmate. Think of two situations where you can offer help to a person in need. Similarly, think of two other situations where you want to make a request for or suggest something. Your partner has to make sentences for each of these situations using may, can or shall. Take turns to do this activity. Punctuation J. R. R. Tolkien wrote The Lord of the Rings books. P. B. Shelley was a famous writer who wrote beautiful poems. We use capital letters in the initials of someone’s name. Initials are separated by full stops. Write the correct initials in the brackets. The first one has been done for you. 1. The first person to step on the moon in June 1969 was Neil Alden ( N. A. ) Armstrong. 2. Charles John Huffam ( ) Dickens was a famous writer who wrote several delightful books. 3. Michael Fred ( ) Phelps is famous for winning many Olympic swimming medals. 4. The light bulb was invented by Thomas Alva ( ) Edison. 38 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

5. Margaret Hilda ( ) Thatcher became the first woman prime minister of the United Kingdom. 6. Michael Joseph ( ) Jackson made great music for the world to enjoy! W B Unit 3, page 18 Try it out Get into groups of four. Write down each member’s initials. Take turns to think of a describing word for each member beginning with his or her initial. For example, J. Bard – Jolly Bard/S. Richards – Smart Richards. Spelling A. Read the words below. They have the long vowel o-e sound. bone code stole woke home stone tone rode hole slope zone cone B. Fill in the blanks with words from the word list above. 1. The rabbit a carrot and hid it in a . 2. The thief solved the on the bike’s lock and away with it. 3. The was shaped like an ice-cream . © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 39

4. Our is in a pollution-free . 5. He up and found that he was lying on a grassy . Listening Listen to the sentences about famous authors. Match the authors with what they liked to do when they were children. Author Childhood 1. E. M. Blyton 2. J. R. R. Tolkien a. enjoyed learning Arithmetic. She also learned to play the 3. A. M. C. Christie mandolin as a child. 4. J. R. Kipling 5. R. L. Stevenson b. loved to write stories and would often dictate stories to his mother. His first book was published when he was sixteen. c. was deeply interested in gardening. She also loved to go on nature walks with her father. d. liked to draw landscapes. He also loved to learn languages. e. spent many hours each day reading books. He became the editor of the school newspaper. 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Speaking Yes, you can. Thank you very much! Ivan is offering to help his mother. Can I help you carry your groceries? Sherry is suggesting something to her aunt. Yes, let’s do that. Shall we have some juice? In your notebook, write a question and reply for each picture. Use the words may, can or shall and the words given above each picture for your questions. 1. welcome, party 2.   offer, seat 3.   project, together © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 41

Try it out Pair up with a classmate. Choose a situation, for example, buying fruits at the market, requesting to see someone or helping your parents do household tasks. Now, write a dialogue for the situation you both have chosen using may, can or shall. Share your dialogue with the class. Writing Think of a famous person you admire and write a paragraph about him or her in your notebook. You can describe a particular event or a series of events related to the person. Remember to mention important dates, such as the date he or she was born. Additionally, you can cut out a picture of that person from a magazine or a newspaper and stick it in your notebook. You can even draw a picture of him or her! 1. Title Give your paragraph a short title. It could either be the person’s name or some 2. Introduction title that he or she is known by. 3. Order of The first line should give a short introduction events to the person. It should say who the person is, and when 4. Final and where the events took place. comment The next few lines should describe the event or events. Make sure that the events are described in the order in which they took place. End the paragraph with a final comment. It could be your opinion of him or her. W B Unit 3, page 19 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Review What did you learn? Tick. We add -able and -ful to some words to form other words. We use helping verbs such as may, can or shall when we make a request, an offer or a suggestion. We use capital letters in the initials of someone’s name. Initials are separated by full stops. Some words have the long vowel o-e sound. Project Work Work in groups of three. Interview each other to find out the books or poems that you like. Make a table like the one below. Name of the Favourite Author’s initials Titles of books Student author’s name and surname or poems Marya Elisabetta E. Dami Geronimo Stilton Benny Dami R. L. Stine The Goosebumps Robert Lawrence Stine series © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 43

4Catching a Thief Before you read What would you do if you knew that someone had stolen something from you? What would you do if you saw someone stealing? The Stick That Grew Shorter In a small valley surrounded by Why was the hills, there lived a rich man in a search in vain? big house. He was the richest in the neighbourhood. One night, when all the villagers were asleep, someone crept into the rich man’s room. As the thief was leaving, the rich man awoke and cried out, “What’s that? Who’s there?” But he only saw a flash of diamonds as the person ran out. “Help! Help!” The rich man woke everybody and ordered the doors to be locked. The servants searched all over the house, but in vain. They informed the rich man that no one had left the house. The rich man cried out in anger, “That means that the thief is one of you!” crept: moved slowly and carefully to avoid being seen by anyone in vain: without any success 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

The following morning, the rich man gathered all Why couldn’t the the servants. He gave one stick to each of them servant sleep that night? and warned them, saying, “All these sticks are exactly the same length. Bring them back to me What trick was tomorrow morning. By then, the thief’s stick will the rich man have grown by an inch.” talking about? That night, one of the servants could not sleep. He was the one who had stolen the diamonds. He took a sharp knife and cut off an inch from his stick. The next morning, the servants returned the sticks to the rich man. As soon as the rich man saw the servant carrying the shorter stick, he shouted, “Catch him! He’s the thief!” The servant fell at the rich man’s feet. The rich man told him how foolish he’d been and that the trick to catch the guilty person had worked. The rich man said, “A stick doesn’t grow unless it is on a living plant.” The servant begged for forgiveness. He swore he would honour the relationship he had with his master and be worthy of the trust his master placed in him. From then on, he remained faithful to the rich man and never stole again. –Meera Uberoi (a retelling) After you read Would you have forgiven the servant if you were the rich man? Why? gathered: brought together in one place swore: made a promise guilty: responsible for doing something wrong honour: greatly respect © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 45

Reading Comprehension A. Read the sentences below. Write T for True and F for False. 1. The village was on a hill. 2. The rich man lived all alone. 3. The rich man called the villagers for help. 4. The dishonest servant was given a shorter stick. 5. The thief was caught the next day. B. Identify the following items from the story. Write the names on the blanks. 1. The thief stole these things. 2. The rich man used this to catch the thief. 3. The dishonest servant used this to cut the stick. C. Write the names of the person or people who could have said the following. 1. We didn’t find the thief inside the house, Master. 2. I wish I had never stolen those diamonds! 3. I wonder who came into my room so quietly? 4. We heard that a thief stole diamonds from the rich man’s house last night. 46 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

D. Answer the following questions. 1. Do you think the rich man’s plan was a clever one? Give reasons for your answer. 2. If you knew that your servant had stolen the diamonds, what would you do? Give reasons for your answer. E. Check your understanding of Drawing Conclusions and Sequencing. 1. Do you think the rich man was wise? How can you conclude this? 2. What lesson did the servant learn? How can you conclude this? 3. Number the sentences in the correct order. The first one has been done for you. The rich man gathered the servants and gave each [] one a stick of the same length. The rich man knew that one of his servants [1] was the thief. The rich man warned the servants that the thief’s [] stick would grow by an inch. The rich man saw the servant’s shorter stick and [] declared him the thief. The servant begged for forgiveness and remained [] faithful to his master ever since. The servant could not sleep and cut off an inch [] from his stick. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 47

Vocabulary The rich man was the richest in the neighbourhood. The servant begged for forgiveness. He swore he would honour the relationship he had with his master. We add -hood, -ness and -ship to some words to express an idea, quality or state of being. Here are some more examples of such words. -hood -ness father fatherhood bright brightness mother motherhood sweet sweetness parent parenthood gentle gentleness false falsehood dry dryness child childhood kind kindness -ship hard hardship friend friendship champion championship scholar scholarship reader readership Fill in the blanks with words from the tables above. 1. Sam wore sunglasses to avoid the sun’s . 2. Susan won the golf . 3. He spoke with to his old grandfather. 4. In the Jungle Book, Mowgli spent his among wolves. 5. Jill and Vanessa are good friends. Their has lasted five years. 48 W B Unit 4, page 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8